This thesis details research on the first phase of curriculum reform (19992004) in a
government primary school in Western Australia. The purpose of the study was to
examine what progress had been made with the implementation of the Curriculum
Framework (1998). The research focussed on Music, Health and Physical Education,
and Languages Other than English as specialist teachers working with the
Curriculum Framework (1998). Teachers and school administrators, as frontline
practitioners, considered their experiences and perceptions of daily practice and
provided their perspectives on curriculum reform.
The hypothesis formulated for the study was that with the introduction of the
Curriculum Framework (1998) the delivery of these three subjects could be further
improved. This study argues that successful curriculum performance of these three
subjects traditionally considered specialist programs may be more fully supported
by becoming aware of the forces influencing Australian curriculum discourse and
delivery. Subject knowledge endorsement in this study refers to the transfer of valued
knowledge in Western Australian educational systems. It is proposed that if teaching
professionals articulated the substance of their educational beliefs and experiences
with regard to subject knowledge meaning, place and value, curriculum delivery in
primary schools may progress more effectively. Positive learning experiences for all
students can be provided through the encouragement of communication and
collegiality together with relevant and accessible professional development. These
measures can also be supported by mounting whole-school primary programs that
engage with beliefs about Music, Health and Physical Education, and Languages
Other Than English through collaborative networks and learning communities.
Accordingly, curriculum delivery can come within reach of the seamless curriculum
anticipated by reform (Curriculum Framework, 1998:67).
In this qualitative interview study, the frontline participants included generalist
teachers, specialist teachers and school administrators. These educational
practitioners were asked to participate in an in-depth, semi-structured discussion that
explored their perceptions of specialist teaching and knowledge while employed at
Deep Sea Primary School in 2002.
They teachers also commented on how these perceptions may be linked to their
experiences of socially constructed and established notions of valued knowledge.
The findings of this study indicated that the progressive implementation of these
three subjects or specialists areas were characterised by subtle historical, economic,
political and social forces. This thesis suggests that, these largely obscured external
forces together with individual yet, taken for granted perceptions of what is
perceived as valuable knowledge work together to position curriculum rhetoric and
curriculum enactment that reflect established perceptions of the knowledge
hierarchy. Teachers and administrators at the school often operated within the
structures and meanings of conventional teaching practice of subject knowledge as
determined by dominant culture in Australia. The findings indicated that school
culture in a time of reform re-traditionalised hierarchical patterns of subject
knowledge organisation and evaluation. Accordingly, current subject knowledge
endorsement in terms of specialist teaching often worked to the benefit of established
power relationships typical of post-industrial market economy in Australia.
The findings also indicated that issues pertaining to curriculum prioritisation were
influenced by institutional, group and individual experiences of subject specialist
knowledge. Poor perceptions of these three subjects could also be generated by
experiencing inflexible and inadequate yet established funding and resource patterns
in educational systems. Frontline teachers, their school-based roles and
responsibilities attached to the teaching and learning of the three specialist areas
were typified by rigid school organisation and job structures together with condensed
teaching time and community backing.
This thesis argues that progressive, outcomes education requires an articulate and
supportive school culture, more funding and the genuine maintenance of quality
Music, Health and Physical Education and Language Other Than English teachers. In
addition, curriculum implementation would benefit from the promotion of
constructivist-orientated student activities within specialist programs.
| Identifer | oai:union.ndltd.org:ADTP/221832 |
| Date | January 2006 |
| Creators | fino@westnet.com.au, Helen Stone |
| Publisher | Murdoch University |
| Source Sets | Australiasian Digital Theses Program |
| Language | English |
| Detected Language | English |
| Rights | http://www.murdoch.edu.au/goto/CopyrightNotice, Copyright Helen Stone |
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